SkillsFuture Series (programmes that equip TAE professionals with relevant skillsets to support the SkillsFuture agenda)

Transcription

1 CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROGRAMME LIST FOR ADULT EDUCATORS PROFESSIONALISATION (AEP) Updated as at Dec 2015 Overview of the AEP-CPD Programmes AEP-CPD Programmes are categorised into three key genres, with further sub-categorization among the genres: SkillsFuture Series (programmes that equip TAE professionals with relevant skillsets to support the SkillsFuture agenda) programmes equip TAE professionals with relevant Power with EdTech skillsets to support the key strategic thrusts identified Perform at Workplace under the SkillsFuture agenda (programmes to empower the undertaking of learning beyond the traditional boundaries of face-to-face classroom delivery. The adoption of appropriate technologies will help enhance the efficiency of learning where learners can be engaged in learning at their own pace anytime and anywhere. This genre is further sub-categorized into three sub- categories to induce and scaffold the TAE community s capabilities into adopting applicable learning technologies) Awareness & Business Management/ Infrastructure Tools (programmes typically seeks to empower the undertaking of learning in a real-time, real-world fashion under authentic workplace conditions as much as possible to maximise the effectiveness and application of learning back to actual work. This genre is further subcategorized into three sub- categories to induce and scaffold the TAE community s capabilities into adopting applicable workplace learning interventions) Basics of Workplace-Learning Propel for Future Workplace-Learning Methodologies Implementation of Workplace-Learning (Programmes to equip a TAE professional with essential skillsets to gain entry, sustain and thrive in his/her career, as well as facilitate mobility of TAE professionals both within and across the functional tracks in the Training and Adult Education sector) WSQ Programmes Hosted Programmes Special Interest Groups (SIG) General

2 Power with EdTech Awareness & Business Management/ Infrastructure Tools 1 Game based learning for 2hrs professional development Complimentary (AEN members) Game-Based-learning is an effective vehicle for teamwork and problem based learning. Through extensive research, led by early adoption and experimentation in the defence and healthcare sectors through simulation and training, game based learning is fast gaining adherents in mainstream education and corporate learning. 2 Gamification for learning in the corporate environment Complimentary (AEN members) In this workshop you will be introduced to gamification in the corporate space, define your challenges and goals, understand how to design game elements and game mechanics and how to gamify processes and activities. You will also be introduced to game concepts such as Spacial awareness, Avatar personalisation, Skills and reward cycles and Sense of progression. At the end of the day you will be able to apply gamification techniques to your application or activity for your player types, be they employees, customers or partners. If you brought your own example to the workshop, you will have a raw draft of a potential gamified approach for it. 2hrs 3 Bringing Smarter Practice into the Workplace Complimentary (AEN members) A well deployed practices transfer program can help a company accomplish strategic objectives such as drive step-change improvements in performance and also accelerate its development into a learning organisation. By focusing on not only sharing knowledge but also applying it, practice transfer allows enterprises to tap the power locked in by its current structures, process and systems. Opportunities to leverage the transfer of good practices span the value chain and exist in all organizations across every industry. 2hrs The effective STEP program is iterative, rigorous and supports a unprecedented insight into the capabilities of the new as well as the existing workforce. It helps in identifying superior capabilities; transferring them across business units and then AEP CPD List _PPP_V04Final Page 2

3 provides tools for the systematic monitoring and realizing of results. 4 Riding on the wave of technologies In learning & development 3hrs $ (AEN members)/ $321 (Non-AEN Members) 5 Getting Onboard with e-learning (It s Evolution and How to Get Started) Complimentary (AEN members) 6 MOOCs workshop series: Business Models and Proposition for Massive Open Online Courses (MOOCs) $ (AEN members)/ $321 (Non-AEN Members) This session provides the participant an overview of drivers that determine the paradigm shift for technology-enhanced learning. It discusses current and emerging trends in learning and development. It highlights considerations in adoption of technology-enhanced learning for CET sectors and suggests ways towards successful implementation and risk mitigation. If you have not yet gotten started on your e-learning initiatives, start here. In this workshop, the facilitator will give you an introduction to the evolution of elearning, and share with you the elements of elearning 2.0. Learn how you can get started on your elearning initiatives (it s easier than it sounds!), and find out why elearning is the future of training. The focus of this workshop is to highlight the various business models and propositions for MOOCs. It will provide an overview of the global reach of MOOCs and the variety of e-designs that will help organisations to maximise their investments in e-learning. In addition, the participants will have the opportunity to discuss and analyse the viability of e-learning as a strategic initiative to improve productivity and more importantly, if they wish to start their e-learning journey. This workshop is targeted at the middle or senior management personnel who are keen to develop MOOCs for their organisations. 3hrs 3hrs AEP CPD List _PPP_V04Final Page 3

4 Power with EdTech Awareness & Business Management/ Infrastructure Tools 1 Selecting a Learning Management System (LMS) This programme provides learners with an understanding on the strategic, operational, and technology drivers in evaluating and selecting a LMS in order to meet organisation needs. It shares on the process in evaluating and selecting a LMS, which includes resources involved in the selection, need analysis, requirements definition, product and vendor assessment. 2 Managing e-learning projects With the increasing proliferation of e-learning and blended learning training solutions, the ability to manage e-learning projects can contribute to time and cost-savings. This workshop is designed for professionals with limited experience in managing e- learning projects. It equips them with the know-hows to chart and articulate key e- learning project milestones and deliverables, develop sub-phases in the project plan, identify potential issues and recommend solutions. 3 Manage a Learning Management System in a Day Learning Management System (LMS) is an essential component to deliver e-learning services. This practical workshop explores features of an LMS and provides hands-on exercises to manage an online learning environment. No prior knowledge of computer programming languages is required. At the end of this workshop, participants will be able to: Administer a Learning Management System Create course folders Upload content into LMS Create discussion forums Generate e-quizzes for assessments Develop evaluation tools AEP CPD List _PPP_V04Final Page 4

5 4 Getting Started - Design and Develop an e-learning Object in a Day 5 Getting started e-content environment 6 Getting started e-content development $ (AEN members)/ $500 (Non-AEN Members) 7 Multimedia (MM) courseware development Series: Part 1- Where the process begins To facilitate learning that addresses mobility and flexibility, learning materials must be constructed in small chunks and supported by multimedia. These can be delivered over mobile devices for the convenience of the learner. To help the e-learning designer and developer quickly produce e-learning content productively, this workshop shares the following practices: Explain the Learning Object strategy Describe content types for e-learning Write an e-learning content storyboard Create a multimedia e-learning object This session provides learners with an introduction to e-content environment. It discusses how content can be created and harvested to ensure quick delivery and to ensure its relevancy to the curriculum and learners. At the end of this programme, the participants should be able to - Explain the need for a learning content management system (LCMS) - Describe the components of an LCMS - Describe the differences between an LMS and an LCMS - Describe how one may leverage on an LCMS for the organisation Provides learners with an overview on the functions and types of e-content and how it can be developed and updated to ensure its relevancy in meeting organisations and individuals needs. This is a 5-part series of multi-media (MM) programmes which provides learners with a comprehensive understanding of the multi-media courseware development process. The part 1 programme provides learners with an overview of the process involved in multimedia courseware development. At the end of this session, you will be able to: Explain the multimedia courseware development process Describe various courseware development processes Describe the phases in the process Discuss reasons for each phase 10hrs AEP CPD List _PPP_V04Final Page 5

6 Explain the need for quality management in the process Develop a development process for a project 8 Multimedia (MM) courseware development Series: Part 3- Analysis The part 2 series provides learners with an overview of the analysis phase involved in multimedia courseware development. At the end of this session, you will be able to: Explain the works in the Analysis phase Describe the need for this phase Describe the works in this phase Describe the areas for consideration Describe potential issues in this phase Develop an Analysis document 9 Multimedia (MM) courseware development Series: Part 4: Design 10 Multimedia (MM) courseware development: Part 5: and Testing The part 3 series provides learners with an overview of the design process involved in multimedia courseware development. At the end of this session, you will be able to: Explain the works in the Design phase Describe the need for Design phase Describe learning design principles Describe various learning strategies Explain the use of various media in learning Explain the use of various learning activities for a lesson Describe potential issues in this phase Develop a learning design document The part 4 series provides learners with an overview of the development and testing phase involved in multi-media courseware development. At the end of this session, you will be able to: Explain the works in the and Testing phase Describe the need for this phase Describe the works of the subject matter expert, the learning designers, the developers and the project manager in this phase Explain the works in the Testing and Evaluation phase Describe potential issues in this phase AEP CPD List _PPP_V04Final Page 6

7 Develop an evaluation checklist 11 Multimedia (MM) courseware development Series: Part 2: Project management 12 Getting started Assessment in the online learning environment 13 Quality assurance in e-learning projects $ (AEN members)/ $321 (Non-AEN Members) 14 Create a Massive Open Online Course (MOOC) with Google Course Builder $ (w/gst)/ $310 (w/out GST) The part 5 series provides learners with project management skills for multimedia courseware development. At the end of this session, you will be able to: Explain proper project management in courseware development projects Explain the importance of project management Describe team organisation in a courseware development project Identify typical phases in an e-learning project and their deliverables Describe the need for sub-phases in the project plan Describe additional phases required for different elearning projects Identify potential issues and recommend resolutions. Describe the sign-off process Describe the proper record of meetings Describe courseware warranty management Describe the process for proper change request management Develop a project management plan" This programme introduces the participants to various methods of assessments in the online learning environment. It discusses the pros and cons of the methods and guides the participants in the selection and development of appropriate methods for assessment requirements. This programme shares with participants various aspects of quality in elearning projects. It highlights the need to be mindful of quality from the start of the project and guides the participants to best practices to maintain quality level. Massive Open Online Course (MOOC) are rapidly gaining popularity with the likes of Coursera, Udemy and Udacity. Most MOOC providers offer free courses for learners, ranging from skills-based to scholarly domains. All these platforms are proprietary and have diverse licensing and copyright agreements for training providers. As the word Massive implies, large numbers of online students (in access of 100,000) enrolments are generally expected. Such large numbers require massive computing AEP CPD List _PPP_V04Final Page 7 3hrs

8 Power with EdTech infrastructure to effectively manage the learning. Google Course Builder is one such low-cost platform-as-a-service to set up a MOOC. This hands-on workshop walks you through the steps to set up Google Course Builder and offer a MOOC. 15 Facilitate online discussion with a creative thinking framework $ (w/gst)/ $310 (w/out GST) A well-designed e-learning programme generally comprises of three learning activities, viz. e-content, e-assessment and e-discussion. All three activities work together to deliver content, provide feedback, and motivate learning. This hands-on workshop focuses on the e-discussion how to facilitate productive and meaningful contributions with a creative thinking framework, and assess learning from the qualitative evidences of learning. AEP CPD List _PPP_V04Final Page 8

9 Awareness & Business Management/ Infrastructure Tools 1 MOOCs workshop series: Types of Massive Open Online Courses (MOOCs) Platforms and e-design Skills 3hrs $ (AEN members)/ $321 (Non-AEN Members) The focus of this workshop is to highlight the various e-designs adopted by MOOC developers. In addition, this workshop provides an overview of the current MOOCs landscape and the variety of e-designs that will help organisations to maximise their investments in e-learning. The participants will have the opportunity to explore the multimedia possibilities and key challenges when designing MOOCs. This workshop is targeted at the middle or senior management personnel who are keen to develop MOOCs for their organisations. 2 Develop Rich Media Learning Resources in a Day (Using free Open Source applications) 3 E-learning tools series: Develop an e-learning Module with CoursePad This hands-on workshop will walk you through a common set of e-learning Open Source tools to develop rich media learning resources. No programming of computer languages is required. All you need is a good working experience of Microsoft Office tools (Word and PowerPoint). At the end of this workshop, you will be able to apply Open Source tools to: Record and edit audio recordings Edit photos and images Create simple scripted animated videos Build e-quizzes for self-assessment Assemble all resources into a learning object This hands-on workshop explores CoursePad as a mobile learning platform to develop and deliver e-learning. CoursePad adopts social TR media and gamification rewards to motivate and sustain learning. AEP CPD List _PPP_V04Final Page 9

10 4 Solutions for Webinar & Online Provides an overview on how learners can use Adobe Connect for a web conferencing 3hrs Collaboration platform. This is commonly used for web meetings, elearning and webinars. $ (AEN members)/ $321 (Non-AEN Members) 5 E-learning tools series: Jazz Up Your Presentations $ (AEN members)/ $321 (Non-AEN Members) Looking to spruce up your presentations beyond PowerPoint and explore a wider repertoire of presentation software? This workshop shares a selected number of software applications that you can add to your presentation toolkit, so that you will have a card up your sleeve when you are working on your next presentation. 3hrs 6 Learning to play challenges and strategies for creating engagement in training using 3D Hive Complimentary (AEN members) 1) In this session you will learn how you can use virtual worlds to create anytime, anywhere engaging online experiences in a way that both the subject matter experts and participants are not required to commit too much time. 2) Ideas on creating multilevel content where the attendees are able to explore the depths of the content as per their own inclinations and requirements so people who are interested in the overview or summary can just look at that, or people who want to understand the nuances of a specific experience are able to explore that as well. 3) Create effective online virtual worlds for learning that can have various different contexts depending on their audiences to be sensitive to cultural, religious, or geographical differences that may come into play. 4) Content can be created in ways that are available to participants for use in the future as just-in-time content how content can be created in a way that can be consumed as a continuous learning activity or short and punchy reference points as the need may be. 2hrs AEP CPD List _PPP_V04Final Page 10

11 7 Build an Android Mobile Learning App in a Day 8 Curate, Create and Captivate Learning through Videos 9 The CET human cloud an effective way to create and convert content to rich media Complimentary (AEN members) 10 Create engaging digital stories with Video-Scribe $ (w/gst)/ $310 (w/out GST) This hands-on workshop will walk you through instructional strategies for mobile learning and to tap on existing social media services to rapidly put together a meaningful mobile learning experience for their learners. You will also build an Android-based app to facilitate the mobile learning experience. No computer programming skills are required. At the end of this workshop, you will be able to: Design an instructional strategy for mobile learning Identify the right social media for learning and collaboration Link and/or upload to existing e-learning content and assessment Build an Android-based app to deliver the mobile learning experience Video-based learning is a powerful strategy that is taken flight with the likes of YouTube and Khan Academy. New technologies are now available to enhance videobased learning beyond just passively watching the video. As an educator, you can quickly curate relevant videos, create learning activities around the video as it is played, and captivate the attention of the learner. Forget aimless and passive video viewing. Actively engage the learner by accompanying reflections, reiterations, and reinforcements throughout the video. One of the challenges that content owners face when converting learning materials to rich media content (visuals, videos) is how to start and create a story from the training powerpoint slides. What kind of story to create? How to use other talents to do so and what kind of talents are needed and maybe the most important question is: where to find them. In this session, participants will gain access to experiences and processes in converting content to rich media as a basic step in creating e learning/mobile learning. The participants are welcome to send some of their slides in advance so it can be used as case studies in the session itself. A video-scribe is a method to tell an engaging story digitally. It unravels complex information through thoughtful choreography of imagery and audio. Video-scribes are used for sales, education training. Once the domain of highly skilled graphic artist, illustrators and videographers, video-scribes can now be produced by anyone who has interest in digital storytelling. AEP CPD List _PPP_V04Final Page 11 2hrs

12 This hands-on workshop walks you through the steps to design a digital storyboard and use a computer application to choreograph and produce the video-scribe. 11 Create compelling animated videos with GoAnimate $ (w/gst)/ $310 (w/out GST) Animated cartoons are compelling and fun to watch. They put together animated characters, backdrops and narrations to create a unique entertaining and scenariobased learning experience. Animated cartoons were once drawn frame-by-frame by graphic artists and strung back together to produce an animated sequence. It was tedious and time-consuming to achieve. Now computer applications had evolved to make 2-D animated videos a breeze for every developer. This hands-on workshop walks you through the steps to create a 2-D animated video using a computer application to compose characters, backdrops and text-to-speech dialogues. AEP CPD List _PPP_V04Final Page 12

13 Perform at Workplace Basics of Workplace-Learning Workplace-Learning Methodologies Implementation of Workplace-Learning 1 Workplace learning Levers of Change Complimentary (AEN members) 14hrs $ (AEN members)/ $642 (Non-AEN Members) In the modern economic environment, an enterprise's competitiveness depends on its strategies (plans) and workplace capabilities (execution). While strategies can be copied by competitors over time, workplace strengths are difficult to copy. It can also expand the range of strategies and possibilities for the organisation. At the workplace, however, employees have to learn many things during operations. The learning curve is often steep for a new hire. The enterprise often has a problem with off-site training due to manpower shortage, high turnover, and the lack of time to train. It is therefore important that learning takes place at the workplace where and when operations occur. The volume of what needs to be learnt at a time need to be reduced. The mechanism that learning takes place need to be spontaneous with operations. With an extremely dynamic and volatile business environment, enterprises must attempt to harness the power of learning of their work teams to improve business results as an on-going process. Business performance thus becomes a function of workplace learning and application. To achieve this end, an enterprise must, enhance workplace capabilities that enables the business to improve productivity allows learning to be as spontaneous with operations as possible in small amounts can be sustained through good workplace practices and human resource policies After the workshop, learners should be able to: Apply structured processes in job-(re)design to facilitate optimal use of employee competencies and support business outcomes AEP CPD List _PPP_V04Final Page 13

14 Deploy human resource and organisation development strategies to engender workplaces that promote employee upgrading and application of skills for enhanced business outcomes 2 Keys to Unlock the Potential in Learning at Work $ (AEN members)/ $321 (Non-AEN Members) Learning at the workplace happens all the time. It occurs with or without guidance, intentionally or unintentionally. Given its highly informal nature, the results of such activities may range from sub-standard outcomes to the gold standard achievements. And when the desired occurrence of learning at work is aligned to business and performance outcomes, individuals will likely be more competent and confident in performing work tasks, resulting in potential higher work productivity and business gains. 3hrs However, our work conversations, observations and doing the work itself are merely activities unless we know how they can be transformed into meaningful learning experiences. Harnessing the potential of workplace learning to serve both individuals and organisations, involves an interplay of the learning opportunities provided and the desire of the individual to be engaged. This half day workshop is designed to help practitioners explore the principles underpinning successful workplace learning through a highly experiential learning session. At the end of the workshop, participants will be able to: Review the conditions at their workplace that supports and hinders learning; Explore the potentials of making learning at work more intentional in their organisation. Discuss how the principles of workplace learning can be applied to their practice AEP CPD List _PPP_V04Final Page 14

15 Workplace-Based Learning Basics of Workplace-Learning Workplace-Learning Methodologies Implementation of Workplace-Learning 1 Coaching and mentoring in the 3hrs workplace $ (AEN Members) $ (Non-AEN Members) This insightful workshop explores the core skills and attitudes needed by managers to provide support for growth and performance. It defines the requirements of a personcentred approach to building a learning team. This is a hands-on course which uses role play, case studies, discussion and interactive tasks to practise these two core skills. & Workplace-Based Learning Basics of Workplace-Learning Workplace-Learning Methodologies Implementation of Workplace-Learning 1 AEP CPD List _PPP_V04Final Page 15

16 Propel for Future WSQ Programmes Hosted Programmes Special Interest Group (SIG) General 1 WSQ Advanced Certificate in Approx IAL Training & Assessment v5 3.5 mths Singaporeans/PRs : $ 1, Foreigners : $ 4, WSQ Diploma in Adult & Continuing Education (DACE) Singaporeans/PRs : $ 2, Foreigners : $ 9, WSQ Diploma in Advanced Facilitation (SDAF) Singaporeans/PRs : $ 2, Foreigners : $ 4, The WSQ Advanced Certificate in Training and Assessment (ACTA) is a competencybased certification programme. It provides course participants with the essential skills to deliver training and assessments across different industries. ACTA is relevant to those who conduct training and assessment within, and outside the WSQ framework. The WSQ Diploma in Adult and Continuing Education (DACE) is a programme under Singapore Workforce Skills Qualifications System (WSQ) Training and Adult Education framework. It is relevant to practising adult educators, and is a qualification requirement for Curriculum Developers of WSQ Approved Training Organisations (WSQ ATOs). DACE covers common training-related topics like assessment, curriculum development and instructional design, as well as other areas such as reflective practice and needs assessment. The programme also provides learners with the opportunity to specialise in areas such as e-learning and workplace learning. The WSQ Diploma in Advanced Facilitation (SDAF) is a competencybased specialist diploma programme. It provides course participants with the skills and knowledge needed to design and facilitate learning and development to enable sustained and positive change. SDAF builds on the foundational Adult Educator competencies covered in the WSQ Advanced Certificate in Training and Assessment (ACTA 5th Version) and enables practitioners to hone their capabilities through a more differentiated and learnercentric mode of delivery which integrates online and classroom learning. Although it is a Diploma in facilitation, it does not only cover vertical competencies (i.e. facilitation skills and knowledge), but also horizontal competencies, specifically, professional branding to help practitioners articulate their value proposition in the digital age and enhance their employability prospects. Approx 12 mths Approx 7 mths Formal (assessable & certifiable) Formal (assessable & certifiable) Formal (assessable & certifiable) IAL IAL AEP CPD List _PPP_V04Final Page 16

17 4 WSQ Workplace Trainer Programme (WTP) 5 WSQ Diploma in Education Quality Management System 6 WSQ Advanced Certificate in Career Facilitation WTP is a competency-based training programme, designed specifically for workplace supervisors, line-leaders and managers who also perform the role of a trainer. It aims to equip workplace trainers with the competence to effectively deliver workplace training and conduct assessment at their workplaces. WTP is relevant to workplace supervisors, line-leaders and managers who conduct workplace training (within and outside the WSQ framework) and conduct post-training activities at the workplace. (Coming soon) TBC TBC Formal (assessable & certifiable) (Coming soon) TBC 150 hrs Formal (assessable & certifiable) IAL IAL Propel for Future WSQ Programmes Hosted Programmes Special Interest Group (SIG) General 1 Master of Arts in Professional 24mths IAL & NIE Education S$33,000 (subject to prevailing GST) - Successful Singaporean/PR applicants may be applicable for WDA course fee subsidy 2 Master of Arts in Lifelong Learning and Leadership (MALLL) This programme aims to provide a rigorous understanding of educational practices and systems from social, philosophical, psychological, cross-national and normative perspectives, and an understanding of central issues in learning and development, education and training, and educational leadership in the various professional contexts. Its specific objective is to educate professional educators with values and beliefs as well as equipping them with a distinct set of adult educator (AE) skills to drive mentoring and coaching, innovative training, assessment and design practices. The Master of Arts in Lifelong Learning and Leadership (MA LLL) programme is a joint collaboration between the Institute for Adult Learning and the UCL Institute of Education (IOE), to develop practitioner-researchers for Singapore s Continuing Formal (assessable & certifiable) AEP CPD List _PPP_V04Final Page 17 24mths Formal (assessable & IAL & UCL Institute of

18 S$38,000 (before GST) / S$19,000 (before GST) for Singaporeans and Singapore Permanent Residents Education and Training (CET) sector. The MA LLL is designed for CET professionals with degrees in their domain field who aspire to undertake leadership and research positions or professional educator roles in the CET sector. It focuses on developing CET practitioner-researchers, instilling professional adult educators with critical thinking and analysis skills that will contribute to and enhance the overall CET sector research capability. certifiable) Education 3 Master of Training and (MTD) S$38,000 (before GST) / S$19,000 (before GST) for Singaporeans and Singapore Permanent Residents The Master of Training and (MTD) from Griffith University (GU) is for practicing adult education professionals who are looking to hone their skills and knowledge in areas such as delivery of adult learning, curriculum development and instructional design, as well as the development and conduct of vocational assessments. The programme is designed with a vocational focus. It will deepen learners understanding of the key concepts, values and best practices underlying adult and vocational education, and teaching and learning in the adult learning sector. 24mths Formal (assessable & certifiable) IAL & Griffith University 4 Master of Science in Skills and Workforce (MSc SWD) S$38,000 (before GST) / S$19,000 (before GST) for Singaporeans and Singapore Permanent Residents The MSc SWD by Cardiff University is a two year part time Masters programme designed for policy makers, professionals and consultants working in the field of skills and workforce development. The programme focuses on employment and skills through a number of key conceptual lenses: sustainable economic development and the global economy; employability and the changing labour market; national skill formation and the future of work; and inequality and social inclusion. The programme offers an integrative framework that draws together different disciplines and comparative policy debates. Students will have the opportunity to examine leading edge theories, research evidence, and apply them to different national, sectoral and workplace settings. 24mths Formal (assessable & certifiable) IAL & Cardiff University 5 Executive Certificate in Leading and Managing Change in CET The programme aims to equip learners with the skills and knowledge in managing change within the organisational context and formulate strategies for the effective - Training Managers Aprox 20 weeks Formal (assessable AEP CPD List _PPP_V04Final Page 18 IAL & Monash

19 Landscape development of organisational, human resource management and development capabilities. The learning outcomes are: 1. Understand the concepts around leading and managing change in educational organisations & certifiable) University 2. Identify approaches to enhance governance within educational organisations 3. Review approaches to instill quality stands in educational settings 4. Apply their learning to their individual workplaces 5. Plan and develop practices that enhance quality within their workplaces. Propel for Future WSQ Programmes Hosted Programmes Special Interest Group (SIG) General 1 Coaching and Mentoring Special 3hrs Interest Group (SIG) Complimentary (AEN members) 2 Facilitation Special Interest Group (SIG) Complimentary (AEN members) A coach or mentor facilitates a journey of discovery and progress. A coaching or mentoring moment can take place in various settings and in different forms. They can take place in the workplace, social settings or even in the home. Have you guided someone to understand something, or find a solution? Have you given advice, or taught a skill? Or have you simply nudged someone to move forward? If you have, you may have already done some form of coaching! Coaching and mentoring are often rather personal moments. That is why it is often hard to observe how it is carried out. This interest group offers a conducive platform to share these practical experiences which otherwise are difficult to learn from. Members discuss themes, ideas and perspectives so as to develop their own knowledge and skills. Facilitation - An action? A concept? An approach? Ask adult educators and the reply you get will most likely be skewed to the field of the individual. With such varied perspectives, is it possible to come to a common viewpoint and push the practice to another level? The SIG (Facilitation) is a coming together of professionals that aim to explore and 3hrs AEP CPD List _PPP_V04Final Page 19 & Appointe d SIG Chairpers on & Appointe d SIG Chairpers on

20 3 Instructional Design Special Interest Group (SIG) Complimentary (AEN members) 4 Learning Technology Special Interest Group (SIG) Complimentary (AEN members) 5 Training Management Special Interest Group (SIG) Complimentary (AEN members) share the idea of facilitation. This interest group is a network for sharing of ideas, a source of reference, a test bed for practices, a platform for learning. And with the multitude of personalities, you can be sure it is not going to be boring. Instructional design is both an art and science. It brings together design expertise in content development, lesson planning and learning facilitation to meet diverse learners needs. The Instructional Design Special Interest Group provides a platform for practitioners who share a common interest in improving learning across all CET sectors using the most appropriate instructional design principles and delivery media through active reflection. Technology can be a great enabler and at the same time it can also overwhelm us. The Technology Special Interest Group is the space where we learn to tame ipads, smartphones and internet tools. We meet frequently to demystify the latest in technology and raise our productivity. Whether you are tech savvy or a beginner, we are sure you will discover some useful apps, collaboration techniques and stories on how many others use technology in leisure and at work. Our upcoming sessions will focus on such topics as cloud storage services, internet security, photography, social networks, mobile learning management systems and communication tools. SIG(TM) members are typically the representatives from senior professional to management of Training Providers and Learning & function of enterprises. They come together for professional networking, sharing of best practices and discussion of strategic training and development issues. 3hrs 3hrs 3hrs & Appointe d SIG Chairpers on & Appointe d SIG Chairpers on & Appointe d SIG Chairpers on 6 Workplace Learning Special Interest Group (SIG) Complimentary (AEN members) (Coming soon) 3hrs & Appointe d SIG Chairpers on AEP CPD List _PPP_V04Final Page 20

21 Propel for Future WSQ Programmes Hosted Programmes Special Interest Group (SIG) General 1 Conduct a Sectoral Manpower 8hrs Study A key strategic initiative under the SkillsFuture involves the development of Sectoral Manpower Plans which aims to: (i) raise the quality of manpower and optimally utilise available skills in the workforce to support quality economic growth; and (ii) improve the recruitment and retention of locals in quality jobs in our economy to ensure a local core in key business functions. 2 Interpreting the Singapore Skills Framework 3 Strategic Business Planning for Training Organisations Singaporeans/PRs Foreigners : S$ : S$ This workshop seeks to provide participants with a basic understanding of what a sectoral manpower study (SMS) comprises and its purpose, the sources of information that can be drawn upon and how they are analysed under each SMS component to draw conclusions. These will help to build the foundation for developing short, medium and long-term manpower plans. (Coming Soon) The business of training is like any other business, where success or failure is influenced by the health of economy, market dynamics, business imperatives, organisational efficiency and the abilities of its people. Changing landscapes, technology and shifting demands are influencing the way and speed in which Training Organisations are evolving. Increasingly, strategic thinking and business planning has become essential in maintaining the competitive edge of Training Organisations and leading them into the future. However, strategic business planning should not be skillset exclusive to top management. It can begin at middle management. This programme seeks to help middle to senior management level professionals working in training organisations to understand the landscape and nature of training businesses in Singapore, and to establish a coherent business plan aligned with the future 2 days Formal (assessable & certifiable IAL AEP CPD List _PPP_V04Final Page 21

22 4 Managing Operations in Training Organisations Singaporeans/PRs Foreigners 5 Learning and Performance Consulting (Fee TBC) : S$ : S$ landscape requirements. Changing landscapes, technology and shifting demands are impacting the way and speed in which Training Organisations are evolving. As business strategies evolve, execution of these strategies plays an equal role in ensuring the future success of the business. This programme seeks to impart learners with the skills to align major operating processes of a training business with its strategic perspectives and intent for developing an operational process implementation action plan involving key stakeholders. Learners will be exposed to best practices, and learn how to integrate these best practices into their organisation s processes Consulting in organisations is a pervasive characteristic of our knowledge economy society. Consultancy in general management, marketing, distribution, information technology, human resource, productivity and performance are some of the examples just to name a few. Along this notion, the business or work of CET (Continuing Education and Training) as scoped by the model of Training & Adult Education Professional Competency Model (TAEPCM) presents itself as another dimension of the knowledge economy requiring consulting services. 2 days Formal (assessable & certifiable 8 days Formal (assessable & certifiable IAL IAL Meanwhile, the role of a Consultant is one that many professionals in any domain aspire to be in the progression of their careers. The incumbent is recognised as a professional who is an expert in his technical area with esteemed personal standing in intellect, drive and human dynamics to identify and analyse workplace performance issues and deliver sound solutions with excellent execution of implementation. Accordingly, LPC aims to: a. Equip CET Professionals with Consulting Competencies In the CET world of Singapore, most professed consultants operate more as the deep skilled technocrats of one or two TAEPCM competency tasks such as curriculum development or LMS implementation. Not many have gone through the consulting pedagogy kind of training which is more visible in the realm of management consulting. These pedagogies are the elements that will transform a technical practitioner into a professional with an outlook centred on business, people and AEP CPD List _PPP_V04Final Page 22

23 processes, so as to lead clients with the expertise of effective consultancy. This course helps augment a person who holds technical expertise to transit to the professional activity of consulting; & b. Equip CET Professionals with knowledge of diverse TAE functionalities The CET professionals in Singapore are typically strong in one or two specific areas of CET TAE expertise (eg. training, courseware development, training management, HR development, HR management). However, they are generally little exposed to the full vertical spectrum of each TAEPCM domain. Likewise, they have few opportunities to be involved in work that spans across multiple TAEPCM domains. It is thus useful to equip CET professionals with the breadth and reasonable depth of how each TAEPCM domain functions relate to each other, in the context of meeting enterprise needs. This course will then also help CET enablers to familiarise and mobilise across the 4 tracks of the CET ecosystem and port and transfer their expertise when acting as consultants. 6 Know it Teach it: Grammar $830 (before 70% subsidy & GST, applicable for Singaporeans and PRs only) This 20-hour course is part of a suite of courses leading to a Teaching Award. Completing this course earns the participant 20 credits towards the Award. This course will: explore the major areas of English grammar and typical student errors help you build your confidence in presenting language clearly and setting up practice activities let you try out a range of interesting student-centred activities (Workplace Literacy) 20hrs & 7 How to Teach English: Adults $830 (before 70% subsidy & GST, applicable for Singaporeans and PRs only) This 20-hour course is part of a suite of courses leading to a Teaching Award. Completing this course earns the participant 20 credits towards the Award. certificates will be given to Literacy trainers attending at least 80%, submitting pre-course tasks and completing reflective journals within the deadlines. This course will: help you understand the needs of adult learners at different levels equip you to select and exploit a coursebook to suit your learners demonstrate how to plan language lessons and skills lessons (Workplace Literacy) 20hrs & AEP CPD List _PPP_V04Final Page 23

24 give you hands-on experience through a variety of model lessons and tasks 8 Know it Teach it: Vocabulary $830 (before 70% subsidy & GST, applicable for Singaporeans and PRs only) This 20-hour course is part of a suite of courses leading to a Teaching Award. Completing this course earns the participant 20 credits towards the Award. certificates will be given to Literacy trainers attending at least 80%, submitting pre-course tasks and completing reflective journals within the deadlines. This course will: (Workplace Literacy) 20hrs & help you understand key issues when teaching vocabulary to learners of all ages guide you to discover how words work help you understand how we learn and store vocabulary long term give you vocabulary learning strategies to pass on to your students 9 Know it Teach it: Pronunciation $490 (before 70% subsidy & GST, applicable for Singaporeans and PRs only) 10 Dealing with Student Errors $410 (before 70% subsidy & GST, applicable for Singaporeans and PRs only) This 10-hour course is part of a suite of courses leading to a Teaching Award. Completing this course earns the participant 10 credits towards the Award. certificates will be given to Literacy trainers attending at least 80%, submitting pre-course tasks and completing reflective journals within the deadlines. This course will: raise your awareness of the sound systems of English and looks at common areas of difficulty for students demonstrate pronunciation games, activities and correction techniques for learners of all ages. Professional development workshop focusing on specific area of English teaching. certificates will be given to Literacy trainers attending at least 80%, submitting pre-course tasks and completing reflective journals within the deadlines. This workshop will: Examine the what and why of student error Help teachers identify and analyse the root of students errors Look at typical student errors and how to give students feedback on them (Workplace Literacy) (Workplace Literacy) AEP CPD List _PPP_V04Final Page 24 12hrs 8hrs & &

25 11 Task-based Learning: an 4hrs introduction $210 (before 70% subsidy & GST, applicable for Singaporeans and PRs only) 12 Teaching Visually $210 (before 70% subsidy & GST, applicable for Singaporeans and PRs only) 13 Using Authentic Materials in Classroom $210 (before 70% subsidy & GST, applicable for Singaporeans and PRs only) 14 Improving business outcomes through job redesign Professional development workshop focusing on specific area of English teaching. certificates will be given to Literacy trainers attending at least 80%, submitting pre-course tasks and completing reflective journals within the deadlines. Workshop Objectives: Compares Task-based Learning (TBL), with more traditional approaches - their challenges and advantages Familiarises teachers with the components and staging of task-based lessons Gives participants an opportunity to evaluate and plan for their own TBL lessons Professional development workshop focusing on specific area of English teaching. certificates will be given to Literacy trainers attending at least 80%, submitting pre-course tasks and completing reflective journals within the deadlines. Workshop Objectives: Discusses the importance of visual impact in 21st Century teaching Helps educators explore ways to improve the visual impact of lessons Lets participants evaluate presentations and online resources, and assess their effectiveness Professional development workshop focusing on specific area of English teaching. certificates will be given to Literacy trainers attending at least 80%, submitting pre-course tasks and completing reflective journals within the deadlines. Workshop Objectives: Helps educators evaluate and adapt materials effectively to fulfil specific lesson objectives Gives practice in analysing texts, passages, and the types of task they may be asked to do Considers ways of giving students support to ensure success with materials chosen for them Business owners and managers are constantly facing problems with staff attraction, staff retention, and labour productivity. Many have turned to job redesign as a solution, in order to restructure tasks, duties and responsibilities of a specific job to make it more encouraging and motivating for employees. The 6 step iterative (Workplace Literacy) (Workplace Literacy) (Workplace Literacy) AEP CPD List _PPP_V04Final Page 25 4hrs 4hrs & non- & & &

26 approach to successful and sustainable job/process redesign process include: defining certifiable) outcomes, identifying areas for redesign, redesign solutions, planning for redesign, implementation and change management, and review and measure. Learn how job redesign, when applied properly and consistently with organization strategy, can be an effective tool to create value and competitive advantage for businesses. 15 An Introduction to Competency Based HR Management 16 IP for CET sector $255 (AEN Member)/ $300 (Non-AEN Member) 17 Improving Business Outcomes Through Better HR Management (A) Competency frameworks are blueprints for excellent performance within an organisation or sector, and are benchmarks against which the performance of an individual, team, project or entire organisations can be accessed. It is vital that industry HR practitioners are equipped with sound knowledge of how competency frameworks can be used to address business needs and facilitate organizational excellence. This workshop will touch on Company Diagnostics and Needs Analysis and how to match solutions to needs, as well as Competency Based HR Management, and how it can be used in recruitment, development, career progression and succession planning, performance management, remuneration planning and manpower planning CET professionals today are both content creators and content users. With the advent of the Internet and technological advances, content is now easily copied, used, built on and disseminated. However, most of these resources are copyright works created and owned by other persons. How are CET professionals to use such copyright works without infringing on the rights of creators? How do CET professional protect their own works and enforce their rights against infringers? Protect yourself against unnecessary risks! Join us in this course to learn how to better manage copyright matters in your practice as a CET professional. The skills and know-how developed are crucial for professionals in the CET sector to better manage copyright matters in the course of their work. This is the first part of a 3-day workshop designed to provide managers and executives with HR responsibilities with the skills and knowledge to drive business improvements through better people management. This session focuses on providing participants with a strategic perspective of the Singapore workforce, and how trends at the national and industrial levels can impact their workplace. The session also examines various approaches for companies to establish the foundations of a competency-based HR management system. AEP CPD List _PPP_V04Final Page 26 3hrs & IP Academy